Writing

Guidelines

These guidelines have been created by the British Council to support the writing team for the MoH
Centre for Human Resources for Health in developing their Online English Module

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 Contents

1. Creating a course syllabus 3

1.1 Aligning a course to B1 English level 4
1.2 Can-do statements 5
2. Writing objectives 7
3. Activity bank 8
3.1 Question types 8
3.2 Listening and Reading 9
3.3 Speaking and Writing 13
3.4 Grammar, Vocabulary and Pronunciation 15

Appendices:
Appendix A: Syllabus template 18
Appendix B: Chapter Template 19
Appendix C: Chapter II (Describing Hospitals)- Completed example 21

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1. Creating a course syllabus
Before writing all chapters, it is useful to spend some time planning the topics, language, skills and
activities for the whole course. This will help you see if there are any crossovers or repetition and
ensure you have covered a good range of language focus.
See the Syllabus template for use if needed.

The key stages of curriculum design process (Brian North, 2006, from The Eaquals Self-help Guide for
Curriculum and Syllabus Design, www.eaquals.org)

A: Objectives: What should students be able to do (CEFR/EAQUAAL can do statements)

B: Syllabus: Scheme of work: What language and micro-skills will be learnt? How long is a chapter likely
to take to complete? When are the synchronous lessons?
B: Methods and techniques: how is this learning to be achieved? What types of activities will learners do
on the online platform? What activities will be done in the synchronous lessons?
D: Assessment (pre/during/post): How and when is progress assessed online? How will learning from
each chapter be assessed?

A syllabus template from Eaquals (Maria Matheidesz and Frank Heyworth, 2007, from The Eaquals Self-
help Guide for Curriculum and Syllabus Design, www.eaquals.org)

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1.1 Aligning the course to an English level
When selecting language and activities for a chapter, we have suggested aligning them with the B1
level of English. For references to language and skills competencies for other English levels, see
the British Council EAQUALS Inventory included in this writing pack

The CEFR B1 Level Descriptors for B1

• Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
• Can deal with most situations likely to arise whilst travelling in an area where the language is
spoken.
• Can produce simple connected text on topics which are familiar or of personal interest.
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons
and explanations for opinions and plans.
Salient characteristics:
Is concerned with

• maintaining interaction and getting across what one wants

• giving and seeking personal views and opinions
• expressing main points comprehensibly
• keeping discourse going, even though there may be frequent pauses.

At this level, users

• can cope flexibly with problems in everyday life, dealing with most situations likely to arrive
when travelling,
• can enter unprepared into conversations on familiar topics.

General linguistic range:

Has enough language to get by, with sufficient vocabulary to express him / herself with some
hesitations and circumlocutions on topics such as family, hobbies and interests, work, travel and
current events, but lexical limitations cause repetition and even difficulty with formulation at times.
B1+ Has a sufficient range of language to describe unpredictable situations, explain the main points
in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics
such as music or films.

Grammatical accuracy:
Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with
more predictable situations.

B1+ Communicates with reasonable accuracy in familiar contexts with reasonable accuracy;
generally good control though with noticeable mother tongue influence. Errors occur, but it is clear
what he/she is trying to express.

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1.2 Can-do statements
Use the following can-do statements to help you select appropriate activities and write course and
chapter objectives. For a full list see the EAQUAL inventory.

Has sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent
to everyday life such as family, hobbies and interests, work, travel, and current events.
Can understand:
• everyday conversation
• the main points of discussions
• short narratives
• the main points of news broadcasts and TV programmes on familiar topics
• simple technical information
• operating instructions for everyday equipment
Can read:
• short newspaper articles
• interviews expressing a point of view
• information brochures
• simple messages
• standard letters
• private letters dealing with events
• feelings, wishes
• the plots of clearly structured stories
Can express:
• personal views and opinions
• feelings such as surprise
• happiness, interest etc
• polite agreement and disagreement
• maintain simple face to face conversations
• stories
• hopes, ambitions
• detailed accounts of experiences and events
Can write:
• short simple connected texts on a variety of topics
• personal letters describing feelings or events
• straightforward accounts in e-mails or by fax, reply to advertisements
• write a CV
Can use strategies to:
• repeat what has been heard to confirm understanding
• ask someone to clarify what they have said
• use paraphrase or a simpler alternative word when unable to find the correct expression

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Spoken Interaction

• I can start, maintain and close simple face-to-face conversations on topics that are familiar or
of personal interest.
• I can give or seek personal opinions in an informal discussion with friends, agreeing and
disagreeing politely.
• I can have simple telephone conversations with people I know.
• I can ask for and follow detailed directions
Spoken Production
• I can give descriptions on a variety of familiar subjects related to my interests.
• I can talk in detail about my experiences, feelings and reactions.
• I can briefly explain and justify my opinions.
• I can give a short prepared presentation on a very familiar area (e.g. “my job)
Listening
• I can understand the main points of clear standard speech on familiar, everyday subjects,
provided there is an opportunity to get repetition or clarification sometimes.
• I can understand the main points of discussion on familiar topics in everyday situations when
people speak clearly, but I sometimes need help in understanding details.
• I can follow clearly spoken, straightforward short talks on familiar topics.
• I can understand simple technical information, such as operating instructions for familiar types
of equipment
Reading
• I can understand the main points in straightforward factual texts on subjects of personal or
professional interest well enough to talk about them afterwards.
• I can find and understand the information I need in brochures, leaflets and other short texts
relating to my interests.
• I can understand the main points in short newspaper and magazine articles about current and
familiar topics.
• I can understand private letters about events, feelings and wishes well enough to write back
Writing
• I can write short, comprehensible connected texts on familiar subjects.
• I can write simple texts about experiences or events, for example describing my feelings
• I can write emails, faxes or text messages to friends or colleagues, relating news and giving or
asking for simple information.
• I can write a short formal letter asking for or giving simple information
Strategies
• I can ask someone to clarify or elaborate what they have just said.
• I can repeat back part of what someone has said to confirm that we understand each other.
• When I can’t think of a word, I can use a word meaning something similar and invite
“correction” from the person I am talking to.
• I can ask for confirmation that a form is correct and correct some basic mistakes if I have time
to do so

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2. Writing objectives
For each chapter- start by identifying the language or skills that learners will develop.
Good objectives specify the new skills that the learners will gain as a result of the lesson. They
focus on learner (not teacher) behaviours.

Ask yourself: What is it that learners will be able to do better by the end of the lesson that they
couldn’t do at the beginning, with what language, using what skills, in what context?”
• Decide what key vocabulary, concept words, and other subject specific terminology
learners will need to know to be able to speak, read, and write about the topic of the lesson.
Those words might be taught as a language objective.
• Consider the language functions related to the topic of the lesson (e.g., will the learners
describe, choose, suggest, advise, compare).
• Think about the language skills necessary for learners to accomplish the lesson's activities.
Will the learners be reading a text to make an inference/draw a conclusion? Are they able to
read a text passage to find specific information? Acquiring the skills needed to carry out
these tasks might be the focus of a language objective.
• Identify grammar or language structures common to the content area. For example, in
describing a procedure (Chapter IV) the use of gerunds, imperatives and expression of
sequence might be a language objective.

Example objectives

• Learners will use socially appropriate greeting expressions in role play situations.(for
example, "Hi!" for friends in a casual setting, and "How do you do?" for first-time
acquaintances in a formal setting when meeting a patient).

• Learners will distinguish between English /s/ and /z/ sounds when they are used in
sentences spoken naturally. They will choose the right picture card from a pair (e.g., ice and
eyes) when they hear the spoken sentence "I like blue ice." or "I like blue eyes."

• Learners will understand the difference between the simple present tense (e.g., "We work in
a hospital.") and present progressive tense (e.g., "We are working in a hospital.") and use
these tenses appropriately when they complete the worksheet accompanying this lesson.

• :earners will be able to write about expected standards of behaviour when dealing with a
patient using the first conditional structure (if/when + will + inf) in written and spoken
production including the contraction of ‘we’ll’ /wi:l/.

• Learners will be better able to understand and use of the past simple (regular and irregular)
when describing a procedure.

• Learners will be better able to understand and use prepositions of place when describing
where things are in a hospital
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3. Activity bank

Once you have written your chapter objectives, you should select the activities and/or question
types you will use to introduce and practice the language or skills
Below is a selection of different question types and activities for each skill area.

3.1 Question types

Below are examples of questions that can be used in each chapter to develop grammar, vocabulary
or skills

Multiple choice Choose the correct word to complete the sentence.

“A(n) _______ is person who uses X-rays or other high-energy radiation.”

surgeon, midwife, radiologist, cardiologist

Gap fill (As Chapter IV): Complete these instructions using the words in A-F:
Put a(n) ____ over the cotton ball and check the patient feels okay.

Matching Match the word on the left to the word on the right with the same meaning.
cut syringe
bandage wound
needle dressing

Error correction Find the mistake in the sentence below and correct it.

A midwife produces babies in a Maternity ward.

Cloze Complete the text by adding a word to each gap.

This is the kind _____ question where a word _____ omitted from a passage
every so often. The candidate must _____ the gaps.

True/false Decide if the statement is true or false.

Nursing is a career with three- or four- year training. T/F

Labelling (As chapter II): Label the pictures with the right terminologies.

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3.2 Listening and Reading
Listening and reading are considered receptive skills or the ability to understand spoken and written
language. Below are tasks and activities that can help develop these skills in the field of health and
medical sciences.

Listening
Activity types
• Listening for gist (general picture)
• Listening for detail
• Summarising
• Listening to identify attitudes and feelings

Basic components of a listening activity:

• Pre- listening (a prediction task or a lead-in task)

• During listening
• Post- listening

Creating a listening text and audio (Adapted from “Authentic listening step by step” Annie McDonald,
Hancock McDonald English Language Teaching, www.hancockmcdonald.com)
‘Authentic’ listening texts are generally understood to be texts that have not been recorded for the
purpose of language teaching and learning. Here are some sites that provide such kinds of texts:
• TED lectures (http://TED.com) (with subtitles and transcripts)
• BBC web-site (http://bbc.co.uk)
• https://www.manythings.org/voa/medical/ (Reports and news about healthcare topics)
Some locally produced English language broadcasts that might be more current or relevance to the
learners’ background and everyday lives. Here are some such broadcasts from Indonesia:
• https://english-today-indonesia.com/s-e-t-podcast/
• https://www.thejakartapost.com/multimedia/podcast
• The Indonesia Channel News Break
https://www.youtube.com/channel/UCCFbp41U4TvtOnTHjspB4vA

Preparing the text:

• Choose or write texts that would interest your students and include the target grammar or
vocabulary
- Dialogues, e.g. conversations with patients and health practitioners , group
discussion/meetings among classmates/colleagues.
- Monologues, e.g. talks and lectures about topics related to health and medical sciences
• Extract/create about 3-5 minutes of listening material
• One way to create an original listening text is to record yourselves having the ‘example
conversation’ and then transcribe it.

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Prepare the pre-listening activities. For example:
• Provide visual or images to activate their knowledge- ask (e.g. What is happening in this
picture?)
• Ask a general question to test comprehension (e.g what is the relationship between the two
people?)
• Provide the topic and ask them to write down any words they already know related to it.

Prepare while-listening activities. For example:

• Select a question type and prepare your questions (e.g create a gap fill from the transcript)
• Write the instructions for the activity (e.g listen to the following conversation and select the word
that you hear to complete the gap)

Prepare review activities. For example:

• Select another question type to check their learning (e.g true/false)
• Ask a follow up question to check understanding. (e.g What was the outcome of the
conversation?)
• Ask a reflection question (e.g. What is the most useful thing you learned from this activity?)

Example of a complete listening activity (CEFR B1):

An introduction to a lecture | - | LearnEnglish (britishcouncil.org)

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Reading
Activities:
• Skimming (reading for gist)
• Scanning (reading for specific information)
• Intensive reading (analysing the language in a text closely)
• Reading for detail (analysing a text very closely in order to understand its meaning)

Basic components of a reading activity:

• Pre- reading (a prediction task or a lead-in task)
• During reading
• Post-reading

Preparing the text:

• Choose or write texts that would interest your students and include the target vocabulary or
grammar:
- Articles related to health and medical sciences
- Instructions for medical procedures or use of medical equipment
- Diagrams related to health and medical sciences, e.g. anatomy
- Reports/summaries of data related to health and medical sciences

Make sure that:

• the reading text is the right level for the students
• the reading topic has some chance of engaging the students’ interest
• the students know what kind of reading they are going to do
• the tasks suit the text and vice versa
• the students are involved with the topic, the language of the text and, where appropriate, the
text construction

Prepare the pre-reading activities For example:

• Show a picture or image to introduce topic and activate knowledge. (e.g What does the sign
ask patients to do? (multiple choice question)
• Ask a general question to test comprehension (e.g Where would you see this information in a
hospital?)
• Provide the topic and ask them to write down any words they already know related to it.

Prepare while-reading activities. For example:

• Select a question type and prepare your questions (e.g create a gap fill from the transcript)
• Write the instructions for the activity (e.g listen to the following conversation and select the word
that you hear to complete the gap)

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 Prepare review activities. For example:
• Select another question type to check their learning (e.g true/false)
• Ask a follow up question to check understanding. (e.g What was the outcome of the
conversation?)
• Ask a reflection question (e.g What is the most useful thing you learned from this activity?)

Example of a complete reading activity (CEFR C1):

Four book summaries | - | LearnEnglish (britishcouncil.org)

Guidelines when using published material (online and printed) (Adapted from the British
Council’s Copyright Guidelines for Teachers)

DO:
• respect creator's rights. Follow copyright law
• use content that’s been licensed by your organization, that does not need copyright
permission, or that can be reuse for educational purposes only.
• use short extracts. It's allowed for fair use/fair dealing.
• provide links to quality content for self-study.
• credit the author and source of content.
DON’T:
• copy large amounts without a licence.
• use unlicensed content from websites.
• use several times under fair use/fair dealing.
• use if source or licence terms unknown
• download or store content without a licence.
• use outside classroom setting under fair use/fair dealing

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3.3 Speaking and Writing
Speaking and Writing are considered productive skills or the ability to produce spoken and written
language. Below are tasks and activities that can help develop these skills in the field of health and
medical sciences.

Speaking

Activities to develop
• Fluency
• Accuracy
• Appropriacy (Using a level of formality when speaking or writing which suits the situation and
audience.)
• Inference (Deciding on a speaker’s attitude, feeling, or mood based on the way that they
speak)
• Interaction (Two-way communication using language to keep the listener involved in what we
are saying and to check that they understand what we mean.)

Suggested speaking tasks and activities:

• Controlled Practice: Repeating given words, sentences; reading out a complete text; Gap-
fills or dialogue completion, etc.
• Freer practice: Recording oneself replying to what someone said and recording oneself
talking about a given topic

Example of a complete speaking activity (A2):

Giving instructions | - | LearnEnglish (britishcouncil.org)

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Writing

Activities to develop
• Accuracy and mechanics of writing, e.g. spelling, capitalization, punctuation, paragraphing,
linking
• Appropriacy (Using a level of formality when speaking or writing which suits the audience
and purpose.)
• Use of a writing process, e.g. planning, organising, writing concisely and coherently, editing,
and rewriting.

Suggested writing tasks and activities:

• Controlled Practice: copying, matching, dictation, guided writing activities such as gap-fills,
sentence completion, putting sentences/paragraphs in order, etc.
• Freer practice: paragraph writing about a given topic or diagram, letter writing,
report/summary writing

Example of a complete writing activity (CEFR A2):

An expression of interest | - | LearnEnglish (britishcouncil.org)

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3.4 Grammar, vocabulary and pronunciation
The four skills above can be supported with activities to develop grammar, lexis, and pronunciation. In the
same way, the four skills can be used to practice useful language relevant to the needs of the learners.
Focusing on form can be learned inductively (learners work out the rules from examples of language use) or
deductively (rules are learnt and then applied through drills and language exercises).

Grammar • Modals – must/have to

• Past continuous
Focusing on form and meaning of grammatical • Past perfect
forms: • Past simple
1. Introduce grammatical forms in a listening or a • Past tense responses
reading text (from a listening or reading activity.) • Phrasal verbs, extended
2. Controlled practice: Practice using the form • Present perfect continuous
• Present perfect/past simple
with its meaning in context (e.g. gap-fills, table
• Reported speech (range of tenses)
completion).
• Simple passive
3. Freer practice: Write something using the • Wh- questions in the past
grammatical form, or answer a final question. • Will and going to, for prediction

Grammar points (What learners will need to know to use English in Communicative Situations at
B1 Level)

• Adverbs
• Broader range of intensifiers such as too, enough
• Comparatives and superlatives
• Complex question tags
• Conditionals, 2nd and 3rd
• Connecting words expressing cause and effect,
• contrast etc.
• Future continuous
• Modals – must/can’t deduction
• Modals – might, may, will, probably
• Modals – should have/might have/etc

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Vocabulary
Focusing on form and meaning of lexis (words and expressions):
1. Introduce useful words or expressions in a listening or a reading text, or visuals.
2. Controlled practice: Practice using the form with its meaning in context (e.g. gap-fills, table
completion).
3. Freer practice: Write something using the lexis or answer a final question

Vocabulary areas:
• Collocation (the combination of words formed when two or more words are often used
together in a way that sounds correct, e.g. a dull ache, a persistent cough, to swallow a pill,
to have an operation)
• Colloquial language (informal, sometimes more suitable for speaking than writing, e.g. a
shot = an injection, a splitting headache = a migraine, to throw up/barf = to vomit, the pain’s
killing me = the pain is severe.)
• Things in the town, shops and shopping (e.g. drugstore (US)/chemist (UK), hospital,
store (US)/ shop (UK) )
• Travel and services (e.g. vocabulary for booking a plane ticket or hotel accommodation to
attend an international conference, transacting with airport/hotel staff, ordering medications
or medical equipment from an international supplier)

Useful links:
• Vocabulary activities examples online: https://learnenglish.britishcouncil.org/vocabulary/intermediate-
to-upper-intermediate
• Vocabulary classroom activities: https://www.teachingenglish.org.uk/article/vocabulary-activities

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Pronunciation
Pronunciation is made up of sounds (vowels phonemes diphthongs consonants), intonation
(rising, falling) and word stress (weak syllables (schwa) main stress secondary stress), which are
used in connected speech (rhythm sentence stress contractions).

Suggested activities to practice sounds:

Minimal pairs (e.g pill vs peel)
Rhymes
Common mispronunciations of Indonesian speakers of English

Suggested activities to practice intonation:

Listening to recordings and repeating
Intonation patterns for different kinds of sentences, e.g. declarative, interrogative, imperative and
exclamatory sentences.

Suggested activities to practice word stress:

Listening to recordings and repeating
Error identification

Suggested asks and activities to practice connected speech:

Listening to extracts and repeating
Recording oneself speaking using chunking, sentence stress, and contractions.

Useful links:
• Phonemic Chart - to help you recognise the individual sounds of English and practise ones that are
difficult for you. http://www.teachingenglish.org.uk/activities/phonemic-chart
• Sounds Right phonemic chart app -
• http://learnenglish.britishcouncil.org/en/apps/sounds-right
• BBC Videos showing you how to make each sound - http://bbc.in/VdqNj
• Pronunciation activities from ESOL Nexus | British Council -
http://esol.britishcouncil.org/pronunciation
• BBC Radio programmes on connected speech -
http://www.bbc.co.uk/.../grammar/pron/progs/prog1.shtml
• Teaching English sentence stress - http://www.teachingenglish.org.uk/.../english-sentence...
• Sentence stress - http://www.bbc.co.uk/.../episode61/languagepoint.shtml
• A pronunciation dictionary - http://howjsay.com/
• Record yourself with Vocaroo - if you want to record yourself and listen to your own pronunciation,
use this page! http://vocaroo.com/

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 Appendix A: Syllabus Template
Course level definition by CEFR (e.g B1)

Course objectives formulated through can-do statements (see the writers guidelines and EAQUAL inventory
doc for examples of these)
By the end of the course, learners will be able to…

Content checklist (include the relevant sections for each chapter)

Chapter Topic Vocabulary language Grammar Skills Chapter
(e.g Procedural (e.g hospital functions points (reading, objectives:
texts) equipment, (e.g making (e.g past listening, what will
occupations) suggestions, simple, writing, learners be
giving advice) discourse speaking, able to do..
markers) pronunciation)

ii

iii

iv

vi

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Appendix B: Chapter Template
Chapter overview. In this chapter you will learn about….

CAN DO statements:

Vocabulary: I can …
Grammar: I can ...
Reading: I can ...
Writing: I can …
Strategy: I can ….

Language objective Skills objectives

At the end of the chapter, learners will have At the end of the chapter, learners will have learned
learned to: to:
• …… • …..

Activity 1 (Title)

Activate knowledge (introduce topic such as showing a picture, asking learners to answer a
and provide question- see activity bank in writers guidelines for support)
context.
Task instructions:

Questions:
Language focus

Answers:

(Include a question to consolidate understanding of task- e.g what did you find
Reflection most useful in this activity? How ill you practice this language further to help
you remember it?)

19
 Activity 2 (Title)

Activate knowledge (introduce topic such as showing a picture, asking learners to answer a
and provide question- see activity bank in writers guidelines for support)
context.
Task instructions:

Questions:

Main Task
Language focus

Answers:

(Include a question to consolidate understanding of task- e.g what did you find
Reflection most useful in this activity? How ill you practice this language further to help
you remember it?)

Activity 3 (Title)

Activate knowledge (introduce topic such as showing a picture, asking learners to answer a
and provide question- see activity bank in writers guidelines for support)
context.
Task instructions:

Questions:

Main Task
Language focus

Answers:

(Include a question to consolidate understanding of task- e.g what did you find
Reflection most useful in this activity? How ill you practice this language further to help
you remember it?)

20
Appendix C: Chapter II (Describing Hospitals)- Completed example

Chapter overview In this chapter you will learn about facilities / places / units in hospitals. You
will also read a short paragraph about a hospital and infer its main idea and construct a concluding
sentence.

CAN DO statements:

Vocabulary: I can understand the names of facilities / places / units in a hospital.

Grammar: I can describe the names of facilities / places / units in a hospital.
Reading: I can infer the meaning of a paragraph about a hospital.
Writing: I can construct a concluding sentence for a paragraph about a hospital.
Strategy: I can find out names for other places / units in a hospital.

Language objective Skills objectives

At the end of the chapter, learners will have learned At the end of the chapter, learners will have
to: learned to:
• use vocabulary and grammar related • read and infer the meaning of a short
to places/units in a hospital paragraph about a hospital.
• construct a concluding sentence for a
short paragraph about a hospital.

Activity 1 Names of places/units in a hospital

Activate knowledge How many facilities / places in a hospital can you name? What are they?
and provide
context.
Language focus Vocabulary - facilities / places /units in a hospital and some of the equipment
in them.

Match the pictures of facilities / places / units / equipment with their

descriptions.

1. Pharmacy 2. Maternity ward

3. Magnetic Resonance Imaging 4. Radiology unit
(MRI) Unit
5. Pathology Lab 6. Dental clinic
7. Dialysis Unit 8. Intensive Care Unit (ICU)

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A.

B.

C.

D.

22
 Answers:
1. Pharmacy A 2. Maternity ward E
3. Magnetic Resonance Imaging 4. Radiology unit B
(MRI) Unit F
5. Pathology Lab H 6. Dental clinic D
7. Dialysis Unit C 8. Intensive Care Unit (ICU) F

Which of the places/units’ names were new to you? Are there

Reflection other places/units you don’t know the name of? What can you do to find out
what they are called in English?

Activity 2 Describing places/units in hospital

Activate How would you describe a place you know in a hospital? Think about size,
knowledge equipment, location and function. Write your answers down to reflect on later.

Language Grammar
focus
Gap-fill Activity
Fill in the gaps with one of the following words or phrases:
It has It is there is there are
A. _________ lots of medicines.

B. _________ a machine that

takes images of your internal
organs and bones.

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 C. _________ machines that
remove waste products and
excess fluid from the blood.

D. _________ a seat where

patients sit or lie down when
their teeth are treated or
cleaned.

E _________ where a woman

stays before and after giving
birth.

F _________ a large room with

a machine that produces
detailed pictures of internal
body structures.

G _________ has machines to

monitor patients who are
critically ill.

H _________ where tests are

performed from blood, urine,
and other body fluids.

Answers:

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 A. It has lots of medicines.

B. There is a machine that takes images of your internal organs

and bones.
C. There are machines that remove waste products and excess
fluid from the blood.
D. There is a seat where patients sit or lie down when their teeth
are treated or cleaned.
E. It is where a woman stays before and after giving birth.

F. It is a large room with a machine that produces detailed

pictures of internal body structures.
G. It has machines to monitor patients who are critically ill.

H. It is where tests are performed from blood, urine, and other

body fluids.

Are there other grammatical structures you can use to describe places or facilities in
Reflection a hospital?

Activity 3 Inferring the main idea of a paragraph about a hospital

and constructing a concluding sentence

Here are the top 4 hospitals in the UK according to Newsweek

Activate (https://www.newsweek.com/best-hospitals-2020/united-kingdom) . Do you know
knowledge which ones are located in London and which ones are located in Newcastle Upon
Tyne?

1. Thomas' Hospital
2. University College Hospital
3. The Royal Victoria Infirmary
4. Freeman Hospital

Answers:
1. St Thomas' Hospital, London,
2. University College Hospital, London
3. The Royal Victoria Infirmary, Newcastle Upon Tyne
4. Freeman Hospital, Newcastle Upon Tyne

Skills focus 1. Reading – Read the following paragraph and choose the best inference for the
paragraph.

a. It is a hospital for the Royal Family.

b. It is a modern and well-equipped hospital.
c. It is a well-known hospital.

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 University College Hospital was officially opened by Her Majesty the Queen in
October 2005. Services offered at University College Hospital include accident &
emergency, hyper-acute stroke unit, cancer care, critical care, endocrinology,
general surgery, ophthalmology, dermatology, general medicine, general neurology,
rheumatology, orthopaedics, paediatric & adolescents, and urology.

Answer: b

(from University College Hopspital https://www.uclh.nhs.uk/our-services/our-

hospitals/university-college-hospital)

2. Forming a conclusion – Put the following words in the correct order to form a
concluding sentence for the paragraph.

hospital It a with is UK’s a range of services that providing the commitment to quality
healthcare symbolizes.

Answer: It is a hospital with a range of services that symbolizes the UK’s

commitment to providing quality healthcare.

Reflection What are some of the well-known hospitals in your region? What services do they
provide?

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